University teachers face the change to virtual education imposed by the coronavirus

Santiago Tejedor Laura Cervi Fernanda Tusa Alberto Parola About the authors


This research conducted a comparative study between three countries highly impacted by the coronavirus based on the analysis of teachers' reflections on virtual university education during the confinement stage. The study, of a descriptive, exploratory and explanatory nature, applied 196 surveys, between March and April 2020, to professors of Journalism, Communication and Education of the Autonomous University of Barcelona (Spain), University of Torino (Italy) and Technical University of Machala (Ecuador). As a result, teachers, in a majority, negatively value the move to virtuality, since this is associated, on a recurring basis, with an increase in work. In addition, they demand basic digital skills in young university students and training, on the part of their institutions, in the technological and pedagogical-digital component. By way of conclusion, the teachers surveyed recognize that it is necessary to promote critical and reflective thinking linked to the strategic management of ICT.

Higher education; University teaching; Tele-teaching; Virtual learning; Health crisis

Departamento de Sociologia da Universidade de Brasília Instituto de Ciências Sociais - Campus Universitário Darcy Ribeiro, CEP 70910-900 - Brasília - DF - Brasil, Tel. (55 61) 3107 1537 - Brasília - DF - Brazil